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Study on the impact of altruism on the emotions of second language english learner from the perspective of positive psychology
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DOI：10.1016/j.lmot.2026.102244.png)
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Abstract
En 中文
Emotion regulation (ER) is currently acknowledged as an important issue in both fields of Positive Psychology (PP) and Second Language Acquisition (SLA). Although, the specifically influence of altruistic teaching, i.e. teaching others without expecting anything in return, on student's regulation of emotions has yet to be studied. One hundred and forty-one Chinese EFL learners participated in this study which utilized a sequential explanatory comparative group pre-test-post-test design involving both an experimental group and a control group. Only the experimental group used altruistic teaching by tutoring peers in essay writing; the control group only collaborated on writing but did not provide peer tutoring. Data collection included the Emotion Regulation Questionnaire (ERQ), reflective frames, and semi-structured interviews. Using independent sample t-tests and repeated measures ANOVA, it was found that participants in the experimental condition significantly improved in their ability to regulate emotions in terms of cognitive reappraisal, and expressive suppression. Qualitative analyses yielded five themes: pleasure, self-worth, connection, commitment, and progress. The results show that altruistic teaching is significantly conducive to the emotional control of EFL learners through developing emotional as well as social development. The findings of this research study are meaningful in relation to theory and pedagogy, providing implications of the ways in which EFL/ESL classrooms that incorporate principles of PP, such as altruistic forms of teaching, could also benefit the emotional development of students as well as inform teaching practice, training and policy.
Keywords:
Positive psychology
Altruism
Altruistic teaching
ER
EFL learners
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